the  Limm 

Of 

1 

nt- 

_ : _ Score _ 

(Last  name)  (First  name)  (Middle  name) 

When  is  your  birthday? _ A.ge  last  birthday _ Yrs. 

Age - Yrs _ Mo - Da.  Class  in  school— _ 

(Do  not  fill  in)  (Freshman,  Jun.,  etc.) 

How  many  months  of  drawing  instruction  have  you  had  ? _ 

MECHANICAL  DRAWING  TEST 

for 

HIGH  SCHOOLS,  TRADE,  AND  TECHNICAL  SCHOOLS 

by 

Drew  W.  Castle 
Vocational  Director 

Joliet  Township  High  School  and  Junior  College 

Joliet,  Illinois 


Instructions  for  Part  No.  I  (a,  b,  and  c) 

Notice  the  numbers  in  the  circles  on  the  top  view.  Notice  that 
these  numbers  are  repeated  in  the  left-hand  column  of  squares. 
In  the  circles  on  the  side  view  are  letters.  After  a  careful  study 
of  the  drawing  it  will  be  further  noticed  that  certain  numbers  on 
the  top  view  and  certain  letters  on  the  side  view  point  to  the  same 
part  of  the  object.  Place  these  letters  opposite  their  corresponding 
numbers  in  the  right-hand  column  of  squares.  The  top  view  has 
one  more  circle  than  the  side  view.  Consequently,  one  circle  on  the 
top  view  has  no  corresponding  circle  on  the  side  view.  The  number 
in  that  circle  is  to  have  a  blank  space  opposite  it  in  the  right-hand 
column  of  squares. 

« 

SAMPLE 


Copyrighti  1 928,  Drew  W.  Caatle 


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INTERPRETATION  BY  FEATURES 


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INTERPRETATIONS  BY  FEATURES 


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INTERPRETATION  BY  FEATURES 


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Manual  for  Mechanical  Drawing  Test 

/•  ‘  '  Ifit  UtiHAHIf  By 

OF  ifit  D.  W.  CASTLE 

‘ Qjp  Vocational  Director 

Joliet  Township  High  School  and  Junior  College 

Joliet,  Illinois 


IN  designing  a  test  in  any  subject  it 
is  first  necessary  to  analyze  the 
field  to  determine  the  various  units 
of  subject  matter  or  achievements  to 
be  tested.  Agreement  in  this  matter 
is  seldom  possible,  for  local  conditions 
alter  educatioiial  demands.  It  is  al¬ 
most  always  possible,  however,  to  pick 
out  the  most  prevalent  units  of  a  sub¬ 
ject  by  studying  many  representative 
courses  of  study  in  the  subject  from 
progressive  schools.  This  has  been 
done  with  the  result  that  mechanical 
drawing  was  analyzed  into  the  follow¬ 
ing  divisions: 

1.  Interpretation  of  drawings  of  ob¬ 
jects  by  their  features. 

2.  Use  of  arithmetic  in  mechanical 
drawing  dimensional  situations. 

3.  Use  of  geometrical  terms. 

4.  Pencil  drawing  technic. 

5.  Inking  technic. 

The  problem  that  presented  itself 
after  the  analysis  was  decided  upon 
was  the  choice  of  various  devices  and 
methods  that  would  test  adequately 
the  abilities  in  these  units  of  the  sub¬ 
ject,  each  independent  from  the  other ; 
independent  from  one  another,  because 
without  the  quality  of  independence 
obtained  from  each  individual  part 
there  is  no  assurance  that  the  measures 
of  a  test  are  not  also  measures 
in  some  degree  of  other  abilities  ob¬ 
tained  from  other  parts  of  the  test. 
Lacking  the  quality  of  measuring,  iso¬ 
lated,  each  ability,  a  test  cannot  be 
used  with  much  confidence  for  diag¬ 
nosing  pupil  difficulties,  and  a  test 


that  cannot  be  used  in  this  way  is 
of  little  value  to  the  teacher  in  the 
schoolroom  or  shop. 

A  great  deal  of  care  must  be  exer¬ 
cised  in  the  selection  of  the  devices 
for  measuring  the  ability  of  a  pupil 
to  interpret  a  drawing.  Requiring  the 
pupil  to  make,  with  his  own  hands, 
some  object  conventionally  represented 
by  a  drawing  would,  of  course,  be  the 
most  natural  and  best  possible  device 
for  measuring  this  ability.  The  im¬ 
practicability  of  following  this  pro¬ 
cedure  in  a  test  is  obvious.  Requiring 
the  pupil  to  draw  the  conventional 
views  of  an  object  is  likewise  unde¬ 
sirable,  because  a  measure  from  this 
procedure  would  also  include  a  meas¬ 
ure  of  his  drawing  technic.  Further¬ 
more,  we  have  no  assurance  that  the 
ability  to  draw  an  object  in  mechan¬ 
ical  drawing  conventions  and  the 
ability  to  read  a  conventionalized 
mechanical  drawing  made  by  someone 
else  are  identical.  The  device  that  is 
used  for  this  purpose  in  Part  No.  1 
is  based  upon  the  psychology  of  the 
association  of  the  elements  of  a  con¬ 
ventionalized  mechanical  drawing  rep¬ 
resentation  of  an  object,  a  mental 
process  that  is  used  in  reading  draw¬ 
ings. 

Part  No.  1.  Interpretation  of 
Drawings 

It  is  hardly  possible  to  associate 
Avith  certainty  an  element  (solid, 
dotted,  or  center  lines)  of  a  view 
directly  with  the  corresponding  fea- 


Copyiighti  1928,  Drew  W.  Castle 


2 


MANUAL  FOR  MECHANICAL  DRAWING  TEST 


ture  on  the  object  without  associating 
that  element  with  other  elements  on 
other  views,  all  of  them  representing 
the  same  features. 

This  psychology  may  be  illustrated 


columns  of  squares,  those  numbers 
and  letters  which  point  to  elements 
on  the  drawing  that  represent  the 
same  feature  on  the  object.  (See  the 
sample  problem  on  the  front  of  test.) 


£'Ar£‘/y  T 


SL  £'/^£‘/VT  I  /f  Z  Z’/VZVyT’  2 


TC//FS  0^c/£r  0  7“ 


\3\ 

I  I  I 
i_ — I — ( 


by  Fig.  1.  If  the  reader  of  this  draw¬ 
ing  were  to  look  at  Element  1  he  would 
associate  it  with  a  flat  surface,  an  edge, 
or  the  tangent  line  of  a  cylinder.  If, 
however,  he  were  to  shift  his  attention 
from  Element  1  to  Element  2,  he 
would  be  able  to  associate  Element  1 
with  Element  2  and  recognize  at  once 
that  the  feature  on  the  object  which 
both  of  these  elements  represent  is  a 
sharp  edge.  As  a  check  on  this  in¬ 
terpretation,  the  attention  may  be 
shifted  to  Element  “a”  where  it 
would  be  recognized  that  the  dotted 
line  represents  a  hidden  corner. 

Now,  if  it  is  desired  to  test  the 
ability  of  the  reader  of  this  drawing 
to  recognize  that  these  features  rep¬ 
resent  a  sharp,  hidden  edge,  it  is  only 
necessary  to  require  him  to  demon¬ 
strate  that  he  has  associated  Element 
1  with  Element  2.  The  device  that 
is  used  for  this  purpose  is  a  system 
of  circles  in  which  the  subject  inserts 
numbers  and  letters  and  pairs  in 


As  the  triangle  diagram  in  Fig.  1 
indicates,  if  the  subject  has  made  the 
proper  associations  between  Element  1 
and  the  feature  it  represents  and  Ele¬ 
ment  2  and  the  same  feature,  he  will 
be  able  to  indicate  this  fact  by  pairing 
the  letter  in  the  circle  that  points  to 
Element  1  with  the  figure  in  the  circle 
that  points  to  Element  2  through  the 
proper  record  in  the  squares.  If  the 
subject  does  not  make  the  proper 
record  in  the  columns  of  squares,  it 
indicates  that  he  is  not  able  to  analyze 
and  interpret  these  elements  of  the 
drawing. 

The  occasion  might  arise  where  it 
will  be  necessary  to  associate  an  ele¬ 
ment  on  one  view  with  more  than  one 
element  an  another  view  before  a  cor¬ 
rect  interpretation  of  them  can  be 
made.  This  situation  may  be  illus¬ 
trated  by  Fig.  2. 

Element  1,  at  a  casual  glance,  might 
be  associated  with  a  hole,  but  it  is 
possible  for  such  a  line  to  represent 


MANUAL  FOR  MECHANICAL  DRAWING  TEST 


3 


a  projection  instead  of  a  depression. 
However,  if  Element  1  is  associated 
Avith  Element  2  and  in  addition  a 
further  association  is  made  with  Ele¬ 
ment  3,  one  recognizes  at  once  that 
the  feature  represented  by  all  three 
of  them  is  a  hole,  because  Element  2" 
and  Element  3  are  dotted  lines  extend¬ 
ing  from  the  top  of  the  object  to  the 
bottom.  In  the  case  of  this  drawing, 
Elements  “a”  and  “b”  serve  as  a 
check. 

The  fact  that  the  subject,  in  a  prob¬ 
lem  such  as  this  one,  finds  it  necessary 
to  make  a  second  association,  as  Ele¬ 
ment  1  with  Element  3,  before  he  is 
sure  that  Element  1  and  Element  2 


are  in  general  directly  to  the  right  of 
their  corresponding  elements  in  the 
front  view.  Because  of  this  fact  it  is 
possible  to  pair  corresponding  ele¬ 
ments  in  these  views  by  their  position 
only,  a  situation  that  would  invalidate 
a  test  if  such  responses  were  required. 

Part  No.  2.  Dimensions 

In  Part  No.  2  the  problem  of  elimi¬ 
nating  the  measure  of  the  interpreta¬ 
tion  ability  so  that  the  ability  to  solve 
dimensional  problems  in  mechanical 
drawing  only  could  be  measured,  Avas 
the  most  important  one  to  solve.  This 
apparently  could  only  be  done  by  mak¬ 
ing  the  drawings  as  simple  as  possible, 


represent  the  same  feature  on  the 
object,  does  not  invalidate  the  assump^ 
tion  that  he  has  recognized  the  feature 
(hole)  if  he  pairs  Element  1  with 
Element  2  by  means  of  the  circle 
device. 

The  elements  in  the  front  and  top 
vicAvs  or  the  elements  in  the  front  and 
side  views  do  not  lend  themselves  to 
the  pairing  which  is  required  in  this 
test,  for  the  elements  in  the  top  view 
are  in  general  directly  above  their 
corresponding  elements  in  the  front 
view,  and  the  elements  in  the  side  vieAv 


that  is,  making  them  so  easy  in  this 
respect  that  anyone  who  had  had  a 
slight  contact  with  mechanical  draw¬ 
ing  could  interpret  the  draAving  for 
the  features  of  the  object.  Failure  to 
respond  correctly  to  the  test,  then, 
could  not  be  the  result  of  an  inability 
to  understand  the  draAvings. 

The  unfortunate  adoption  of  the 
English  system  of  measurements  by 
the  industries  of  this  country  makes 
it  imperative  that  anyone  working 
therein  should  know  quite  thoroughly 
how  to  deal  with  the  fractional  parts 


4 


MANUAL  FOR  MECHANICAL  DRAWING  TEST 


of  whole  numbers  or  with  devices  such 
as  the  scale  which  does  some  of  the 
computing.  It  is  for  this  reason  that 
in  Part  No.  2  stress  is  placed  on 
problems  involving  fractions. 

Part  No.  3.  Geometrical  Terms 

Using  the  very  working  elements  of 
geometry  and  the  tools  that  accurately 
arrange  them  into  rational  forms,  as 
is  done  in  mechanical  drawing,  results 
in  an  unavoidable  use  of  geometrical 
terms.  Since  many  operations  can 
only  be  explained  in  geometrical  lan¬ 
guage,  directions  are  not  understand¬ 
able  without  the  knowledge  of  geo¬ 
metrical  terms.  This  phase  of  the 
subject  being  purely  informational, 
the  test  for  the  ability  to  understand 
geometrical  terms  is  thrown  into  the 
multiple  response  and  the  completion 
form  of  examination. 

Part  No.  4.  Pencil  Technic 

In  testing  the  ability  of  the  subject 
to  do  pencil  drawing,  the  most  inti¬ 
mate  related  ability  that  has  to  be 
eliminated  is  drawing  interpretation. 
This  has  been  accomplished  by  requir¬ 
ing  the  pupil  to  copy  a  drawing  that 
has  already  been  correctly  made. 
Theoretically,  any  one  who  has  never 
had  instruction  in  ‘‘mechanical  draw¬ 
ing,  but  who  has  been  instructed  in 
the  use  of  the  tools  in  drawing  and 
the  technic  of  lettering,  could  copy 
this  drawing  satisfactorily  without 
having  a  visual  impression  of  the 
appearance  of  the  object.  Conse¬ 
quently,  this  device  measures  only  the 
ability  of  the  subject  to  perform  with 
the  pencil  tools  in  drafting.  In  order 
to  save  time  in  obtaining  the  sample 
of  the  pencil  technic  of  the  subject, 
a  simple  object  has  been  selected. 


The  drawing  qualities  rated  in  this 
part  were  selected  as  the  most  common 
ones  required  in  commercial  practice. 
The  methods  of  arriving  at  the  quali¬ 
tative  measurements  of  the  qualities 
are  admittedly  to  some  degree  sub¬ 
jective.  However,  by  the  use  of  vari¬ 
ous  procedures,  this  element  is  reduced 
to  a  minimum. 

For  example,  the  completion  of  a 
drawing,  one  of  the  qualities  rated, 
is  in  a  large  degree  a  measure  of  the 
speed  of  drawing  and  is  arrived  at  by 
estimating  that  fraction  of  the  draw¬ 
ing  that  is  finished.  “Half  done”  or 
“one-fourth  done”  are  common  ex¬ 
pressions,  and  to  no  small  degree 
accurate  when  experienced  persons 
make  the  estimates.  Such  estimates 
are  very  easily  transferred  into  meas¬ 
ures  of  points,  as  required  in  the 
weighing  of  the  qualities. 

The  measure  of  the  legibility  of  a 
drawing  is  quite  subjective  at  best, 
which,  of  course,  makes  the  rating 
that  might  be  given  this  quality,  a 
rough  estimate.  It  is  quite  impera¬ 
tive,  however,  for  a  drawing  to  possess 
this  quality,  for  it  must  be  easy  to 
read.  However,  the  fact  that  this 
method  of  judging  this  quality  is  not 
as  objective  as  it  should  be,  does  not 
overbalance  the  importance  of  making 
some  rating  in  legibility.  In  making 
the  actual  rating,  however,  as  is 
pointed  out  in  the  Directions  for  Scor¬ 
ing,  the  legibility  of  the  letters  must 
be  ignored,  for  the  rating  of  this  qual¬ 
ity  is  covered  in  a  separate  item. 

The  accuracy  of  a  drawing  would  be 
very  easy  to  check  if  the  rater  measured 
each  line.  Such  procedure  is  not  prac¬ 
tical,  neither  is  it  necessary;  for,  if 
a  few  measurements  are  taken  at 
random,  very  good  samples  of  the 


MANUAL  FOR  MECHANICAL  DRAWING  TEST 


5 


accuracy  of  the  entire  drawing  can 
be  obtained.  It  is  important,  how¬ 
ever,  that  the  rater  make  an  effort 
to  obtain  representative  samples  of 
accuracy  from  different  parts  of  the 
drawing. 

The  quality  of  the  figures  and  let¬ 
ters  on  the  pencil  drawing  are  rated 
by  comparing  them  with  samples  of 
other  pupils’  letters  and  figures  that 
have  been  previously  rated  by  experts. 
(Figs.  4  and  5.)  This  quality  could 
be  rated  by  the  use  of  a  scale  already 
tried  out  and  found  effective,  such  as 
the  Rugg  Lettering  Scale.  It  would 
be  necessary,  however,  to  translate  the 
scales  used  on  Rugg’s  device  into  a* 
four-point  system  that  is  used  in  this 
test. 

It  will  be  noticed  that  two  separate 
scales  are  provided ;  one  for  slant 
lettering,  and  the  other  for  vertical 
lettering.  Also,  that  the  samples  fur¬ 
nished  contain  the  same  material  that 
is  found  in  the  test.  It  is  obvious 
that  a  rating  based  on  the  comparison 
which  can  be  made  between  a  sample 
and  a  scale  designed  in  this  way  will 
be  much  more  accurate  than  a  rating 
based  on  a  comparison  between  a 
sample  and  a  scale  which  contains 
material  with  foreign  subject  matter. 

There  is  a  ‘‘point”  in  the  cleanliness 
of  the  drawing  which  makes  the  draw¬ 
ing  acceptable  or  not  acceptable.  If 
the  cleanliness  of  the  drawing  is  above 
this  point,  one  score  point  is  allowed. 
If  the  drawing  is  “dirty,”  this  point 
is  not  allowed.  It  is  obvious  that  the 
method  of  determining  whether  or  not 
this  point  should  be  allowed  for  the 
quality  of  cleanliness,  is  not  absolute, 
but  since  the  point  value  attached  to 
it  is  small,  the  final  score  will  be  in¬ 
fluenced  by  only  a  small  amount. 


Part  No.  5.  Inking  Technic 

The  rating  of  inked  or  traced  draw¬ 
ings  involves  factors  quite  the  same 
as  those  found  in  pencil  drawings. 
Those  qualities  which  are  identical  in 
the  two  situations  are  COMPLETE¬ 
NESS,  FIGURES,  and  LETTERS. 
The  comments  made  above  regard¬ 
ing  these  three  qualities  have  equal 
application  in  the  case  of  inked 
drawings. 

The  thickness  used  in  the  lines  of 
an  inked  drawing  is  a  matter  of 
standard  procedure ;  made  so,  because 
experience  has  shown  that  the  legi¬ 
bility  of  a  drawing  is  dependent  in  a 
large  measure  on  the  rigid  adherence 
to  these  standards.  Thus,  the  quality 
of  legibility,  which  is  used  in  the  case 
of  pencil  drawings,  is  taken  care  of  in 
“quality  of  lines,”  a  rating  which  is 
given  in  the  case  of  inked  drawings. 
The  actual  assignment  of  the  number 
of  points  that  should  be  allowed  is  a 
matter  of  estimate  after  the  lines  of 
the  drawing  have  been  scrutinized  and 
compared  with  the  model. 

The  skill  of  the  draftsman  with  his 
pen  is  very  largely  determined  by  his 
ability  to  maintain  a  constant  thick¬ 
ness  of  lines.  Negligence  in  keeping 
the  pen  clean  or  overloading  the  pen 
with  ink,  will  invariably  show  up  in 
the  non-uniformity  of  the  lines.  The 
number  of  points  assigned  to  this 
quality  will  of  necessity  have  to  be 
an  estimate. 

The  quality  of  “neatness”  in  an 
inked  drawing  is  an  arbitrary  name 
assigned  to  that  condition  of  the  paper 
relative  to  blots  and  erasures.  The 
skill  of  erasing  blots,  overruns,  and 
mistakes,  shows  up  quite  plainly  in 
rating  this  quality.  A  subject  is  not 


6 


MANUAL  FOR  MECHANICAL  DRAWING  TEST 


penalized,  then,  if  lie  makes  a  mistake 
and  corrects  it  in  such  a  way  that  it 
still  presents  a  neat  appearance.  Here 
again  the  assignment  of  the  point  score 
is  an  estimate,  thus  making  the  rating 
of  this  quality  more  subjective  than 
objective. 

The  comments  made  above  relative 
to  the  rating  of  some  of  the  qualities 
have  been  quite  critical.  Perhaps  so 
much  so  that  the  inference  is  made 


that  ratings  which  are  not  entirely 
objective  are  not  worth  while.  It  has 
been  proved,  however,  that  ratings 
based  on  some  organized  form  of  pro¬ 
cedure,  whereby  all  raters  have  clearly 
in  mind  the  exact  nature  of  the  quality 
rated,  are  much  more  accurate  and  the 
results  more  comparable  than  they  are 
by  the  ordinary  method  of  grading  a 
drawing  or  rating  a  student  in  me¬ 
chanical  drawing. 


DIRECTIONS  FOR  CONDUCTING  THE  TEST 


Each  student  must  be  seated  at  a 
drawing  bench  with  the  following 
equipment : 

1  Soft  pencil 

1  4H  pencil  (well  sharpened) 

1  Lettering  pen 
1  Eubber  eraser 

1  Set  of  drawing  instruments  (leads 
well  sharpened) 

1  Tee  square 
1  45°  triangle 
4  Thumb  tacks 
1  Bottle  India  ink 
1  Cleaning  rag  (for  pens) 

After  it  has  been  ascertained  that 
each  pupil  is  ready  with  the  jiroper 
equipment  in  good  order,  the  books 
will  be  distributed  in  the  usual  way 
with  the  warning  that  they  are  not  to 
be  opened  until  the  signal  is  given. 
Proceed  then  as  follows : 

^‘We  are  now  going  to  determine 
how  proficient  you  are  in  mechanical 
drawing.  This  test  is  divided  into 
five  parts.  You  will  work  on  each 
part  for  a  certain  length  of  time.  It 
will  be  necessary  for  you  to  pay  very 
close  attention  to  directions  and  do 
exactly  as  I  say.  Prepare  yourself 
now  by  resting  your  elbow  on  the 
bench  with  your  soft  pencil  in  your 
hand  as  I  am  showing  you.  We  will 
start  each  part  by  the  signal  ‘go’  and 
stop  upon  the  signal  ‘pencils  up,’  at 


which  time  jmu  will  assume  the  posi¬ 
tion  you  now  have  and  await  further 
directions.  No  questions  will  be 
answered  because  all  directions  will  . 
be  adequate  if  you  will  pay  close  atten¬ 
tion  to  them.” 

Filling  in  Information  Blanks 

“Lower  your  pencils  and  fill  in  the 
blank  spaces  at  the  top  of  the  front 
page  of  your  booklet  with  the  excep¬ 
tion  of  the  one  marked  ‘Age,  Yrs., 
Mo.,  and  Da.,’  being  careful  to  note 
the  information  asked  for.  Make 
your  writing  as  plain  as  you  can.” 
(Pause.) 

Part  No.  1.  (Allow  3^  min.) 

“Pencils  up.  In  Part  1  of  this 
booklet  we  are  going  to  interpret  some 
drawings.  It  will  first  be  necessary 
for  you  to  read  carefully  with  me  the 
instructions  for  this  part  on  the  front 
of  your  booklet. 

‘  ‘  ‘  Notice  the  numbers  in  the  cir¬ 
cles  on  the  top  view.  Notice  that 
these  numbers  are  repeated  in  the 
left-hand  column  of  squares.  In  the 
circles  on  the  side  view  are  letters. 
After  a  careful  study  of  the  draw¬ 
ing  it  will  be  further  noticed  that 
certain  numbers  on  the  top  view  and 
certain  letters  on  the  side  view  point 
to  the  same  part  of  the  object. 


MANUAL  FOR  MECHANICAL  DRAWING  TEST 


7 


Place  these  letters  opposite  their 
corresponding  numbers  in  the  right- 
hand  column  of  squares.  The  top 
view  has  one  more  circle  than  the 
side  view.  Consequently,  one  circle 
on  the  top  view  has  no  correspond¬ 
ing  circle  on  the  side  view.  The 
number  in  that  circle  is  to  have  a 
blank  space  opposite  it  in  the  right- 
hand  column  of  squares.’ 

^‘Following  out  these  directions, 
then,  you  will  notice  upon  a  study  of 
the  drawing  below  that  number  one 
on  the  top  view  and  letter  ‘B’  on  the 
side  view  point  to  the  same  part  of  the 
object.  Lower  your  pencils  and  write 
the  letter  ‘B’  in  the  square  opposite 
the  number  one.  {Pause.)  Upon  a 
further  study  of  the  drawing  you  will 
readily  note  that  the  number  two  and 
the  letter  ‘A’  point  to  the  same  part 
of  the  object.  Accordingly  then  write 
the  letter  ‘  A  ’  in  the  right-hand  column 
of  squares  opposite  the  number  two. 
{Pause.)  Pencils  up.  You  will  notice 
that  the  number  three  has  no  corre¬ 
sponding  letter  on  the  side  view.  Be¬ 
cause  of  this  fact  the  space  in  the 
right-hand  column  of  squares  opposite 
the  number  three  will  be  left  empty. 
In  all  the  problems  that  follow  in  the 
first  part,  there  will  be  one  more  cir¬ 
cle  on  the  top  view  than  there  is  on 
the  side  view.  Therefore,  one  vacant 
square  should  always  appear  in  the 
right-hand  column.  Following  are 
three  pages  of  problems  similar  to 
this  one.  When  you  have  finished  fill¬ 
ing  out  the  squares  on  one  page  turn 
immediately  to  the  next  one  and  pro¬ 
ceed  in  a  like  manner  until  all  three 
are  completed.  Do  not  turn  the 
fourth  page,  and  remember  to  put 
your  pencils  up  immediately  when  I 
command  you  to  do  so.  Turn  the 
first  page.  Go.”  {Allow  3^^  min.) 


Part  No.  2.  {Allow  4  mm.) 

“Pencils  up.  Close  the  booklet  and 
turn  it  over  to  Part  No.  2,  which  is 
entitled  Dimensions.  Bead  with  me 
the  directions  at  the  top  of  the  page. 
‘  On  the  lines  below,  opposite  the 
equality  marks,  insert  the  dimensions 
asked  for.’  Here  are  the  front  and 
top  views  of  three  objects,  and  a  pic¬ 
ture  of  your  scale*.  Ydu  are  to  write 
on  the  lines  opposite  the  equality 
marks  the  dimensions  called  for.  In 
other  words,  you  are  to  compute  the 
thickness  of  the  walls  in  No.  1  and 
write  your  answer  in  the  space  pro¬ 
vided.  For  No.  2,  you  are  to  compute 
the  total  height  of  the  object ;  for  No. 
3  the  dimensions  X  and  Y ;  and  for 
No.  4  the  scale  reading  from  p  io  y 
and  from  a  to  n.  Do  the  necessary 
computation  on  the  test  itself.  Start 
when  I  say  ‘go,’  and  work  as  many 
as  you  can.  Go.”  {Allow  4  min.) 

Part  No.  3.  {Allow  1%  min.) 

“Pencils  up.  Turn  the  page  over 
to  Part  No.  3,  which  is  entitled  Geo¬ 
metrical  Terms.  You  will  notice  ten 
sentences  which  are  completed  by  four 
words,  only  one  of  which  is  correct. 
You  are  to  underline  the  correct  word 
as  indicated  in  the  sample  at  the  top 
of  the  page :  ‘  Coins  are :  ’  The  correct 
word  is  ‘round,’  therefore  the  word 
‘round’  is  underlined.  The  last  four 
sentences  have  one  word  missing.  You 
are  to  write  in  the  missing  word. 
When  I  say  ‘go,’  you  are  to  proceed 
and  work  as  many  as  you  can.  Go.” 
{Allow  1^2  'uiin.) 

Part  No.  4.  {Allow  12  min.) 

“Pencils  up.  Turn  the  page  over 
to  Part  No.  4  entitled  Pencil  Technic, 
lower  your  pencil,  and  fasten  the  book 
to  your  drawing  board  with  thumb 


8 


MANUAL  FOR  MECHANICAL  DRAWING  TEST 


tacks,  being  careful  to  line  it  up  with 
your  tee  square.  (Pause.)  You  are 
going  to  copy  the  drawing  of  the  ob¬ 
ject  in  the  space  on  the  lower  half  of 
the  page  to  see  how  accurately  and 
neatly  you  can  draw.  It  will  be  neces¬ 
sary  for  you  now  to  place  near  at 
hand  all  of  the  instruments  and  equip¬ 
ment  necessary  for  this  work.  Use 
your  4H  pencil  for  this  drawing. 
(Pause — he  certain  that  each  subject 
is  prepared.)  Do  not  forget  to  put 
in  all  of  the  lettering  that  belongs  to 
the  drawing.  Work  carefully  at  your 
usual  rate  of  speed.  Pencils  up  again. 
Go.’’  (At  the  end  of  10  mm.  say, 
you  have  not  already  done  so,  start  on 
the  lettering.^ ^  (Allow  12  min.) 

Part  No.  5.  (Allow  20  min.) 

“Pencils  up.  Eemove  the  thumb 


tacks  and  turn  the  page  over  to  Part 
No.  5  entitled  Inking  Technic.  Lower 
your  pencil,  line  up  the  drawing  of 
the  object  with  your  tee  square,  and 
fasten  the  paper  to  the  board  again 
with  thumb  tacks.  (Pause.)  Take 
your  instruments  and  ink  the  draw¬ 
ing,  assuming  it  to  be  executed  in 
pencil.  Take  care  to  give  the  lines 
the  proper  weight  and  ink  the  letter¬ 
ing  in  your  own  style.  Work  care¬ 
fully  at  your  usual  rate  of  speed. 
(Be  sure  everybody  is  ready.)  Pen¬ 
cils  up  again.  Go.”  (At  the  end  of 
17  min.  say,  If  yaii  have  not  already 
done  so,  start  on  the  lettering. ^^) 
(Allow  20  mm.) 

‘  ‘  Pencils  up.  Allow  the  ink  to  dry 
and  close  your  booklet.  That’s  all.” 


DIRECTIONS  FOR  SCORING  THE  TEST 


IN  Part  Nos.  1  to  3,  inclusive,  1  point 
is  given  for  each  correct  answer. 
Total  the  points  on  each  page  and  indi¬ 
cate  the  figure  at  the  bottom  of  the 
page  where  a  space  has  been  provided. 

In  Part  No.  4  the  pencil  drawing  is 
scored  on  the  following  qualities  and 


weights : 

1.  Completeness .  8  Points 

2.  Legibility  .  5 

3.  Accuracy .  4 

4.  Figures .  4 

5.  Lettering  .  4 

6.  Cleanliness  .  1 

Total  ..' . 26 


1.  Completeness  has  reference  to 
that  fraction  which  represents  how 
much  of  the  drawing  is  finished.  If 
the  drawing  appears  to  be  one-half 
done  this  quality  should  receive  4 
points,  if  it  is  one-fourth  done,  2 
points,  etc. 

2.  Legibility  is  the  quality  pos¬ 


sessed  by  a  drawing  that  makes  it  easy 
to  read.  The  degree  of  legibility  will 
depend  on  the  time  necessary  to  in¬ 
terpret  the  lines.  The  visible  outlines 
should  be  clean  cut  and  the  hidden 
outlines  made  up  of  dashes  of  approxi¬ 
mately  equal  length.  The  extension, 
dimension,  and  center  lines  should  be 
a  trifle  thinner  or  lighter  than  the  rest. 
Do  not  consider  the  figures  and  letters 
in  this  quality  for  they  are  rated  un¬ 
der  No.  5. 

3.  A  drawing  is  accurate  if  it 
measures  what  its  dimensions  say  it 
does.  To  determine  this,  measure  4 
dimensions  at  random.  For  every  one 
that  is  off  rh"  reduce  the  points  by  1. 
Be  sure  to  include  at  least  one  circle 
or  curve. 

4.  Figures.  Find  which  on^  of  the 
accompanying  samples  (Figs.  4  and  5) 
most  nearly  compares  with  the  figures 
on  the  test,  and  rate  accordingly. 


MANUAL  FOR  MECHANICAL  DRAWING  TEST 


9 


5.  Letters.  Find  which  one  of  the 
accompanying  samples  (Figs.  4  and 
5)  most  nearly  compares  with  the  let¬ 
tering  on  the  test,  and  rate  accord¬ 
ingly.  If  the  subject  uses  slant  letters, 
compare  his  sample  with  the  slant  let¬ 
tering  scale.  If  the  subject  uses  ver¬ 
tical  letters,  compare  his  sample  with 
the  vertical  lettering  scale. 

6.  Cleanlimss.  If  the  drawing  is 
not  scrupulously  clean,  do  not  allow 
this  point. 

In  Part  No.  5  the  inked  drawing  is 
scored  on  the  following  qualities  and 


weights : 

1.  Completeness .  8  Points 

2.  Quality  of  lines .  5 

3.  Uniformity  of  thickness.  4 

4.  Neatness .  3 

5.  Figures  .  3 

6.  Letters  .  3 

Total  . S 


1.  Completeness  has  reference  to 
that  fraction  which  represents  how 
much  of  the  drawing  is  finished.  If 

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the  drawing  appears  to  be  one-half 
done,  this  quality  should  receive  4 
points ;  if  it  is  one-fourth  done,  2 
points,  etc. 

2.  Quality  of  lines.  The  generally 
accepted  standard  thickness  for  the 
various  lines  is  given  in  Fig.  3. 

Conformity  with  the  above  stand¬ 
ards,  smoothness  of  curve,  and 
straight-line  intersections,  uniformity 
of  distance  between  section  lines,  uni¬ 
formity  of  length  of  dashes  in  hidden 


outlines,  and  quality  of  arrowheads 
should  be  considered  in  this  score.  Do 
not  consider  the  figures  and  letters  in 
this  quality. 

3.  JJniformity  of  thickness.  This 
quality  has  reference  to  the  uniformity 
of  thickness  of  the  inked  lines.  The 
following  questions  should  be  asked : 
Are  all  visible  outlines  of  the  same 
thickness;  are  all  center  lines  of  the 
same  thickness,  etc.? 

4.  Neatness.  This  quality  is  gen¬ 
eral  but  should  exclude  figures  and 
letters.  Any  blots,  erasures,  over¬ 
running  lines,  and  general  cleanliness 
should  be  considered. 

5.  Figures.  Find  which  one  of  the 
accompanying  samples  (Figs.  4  and  5) 
most  nearly  compares  with  the  figures 
on  the  test,  and  rate  accordingly.  If 
the  subject  uses  slant  letters,  compare 
his  sample  with  the  slant  lettering 
scale.  If  the  subject  uses  vertical  let¬ 
ters,  compare  his  sample  with  the  ver¬ 
tical  lettering  scale. 


3 

6.  Letters.  Find  which  one  of  the 
accompanying  samples  (Figs.  4  and  5) 
most  nearly  compares  with  the  letter¬ 
ing  on  the  test,  and  rate  accordingly. 

The  possible  scores  are  : 

Part  Nos. 

1.  Interpretation  by  Features.  28 


2.  Dimensions  .  6 

3.  Geometrical  Terms .  14 

4.  Pencil  Technic .  26 

5.  Inking  Technic .  26 


Total . 100 


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11 


